Students’ Perceptions on a Business Plan Assignment for an Ambulatory Care Pharmacy Elective

Abstract

Objective. To evaluate a business-centered assignment implemented in a pharmacy elective course at two different institutions and analyze student perceptions of the delivery platforms used and the value and utility of the assignment. Methods. The ambulatory care electives at Butler University and Samford University introduce students to the expanding role of the ambulatory care pharmacist, emphasizing business plan development for new ambulatory care pharmacy services. As part of the elective, students are asked to work in groups to complete a business plan for a new ambulatory care service of their choosing. A survey was conducted to assess student perceptions on the assignment. Results. Of the 58 students who completed the business plan assignment, 49 completed the survey and were included in the data analysis. Overall, 100% of Samford students and 97% of Butler students either strongly agreed or agreed that the business plan was an innovative assignment unlike others completed in the curriculum. Samford students strongly agreed (100%) that if asked by a future employer to develop a new pharmacy service, concepts learned from this assignment would be useful, compared to 59% of Butler students who felt this way. While both the web and written delivery platforms had identical learning outcomes, the written business plan was the approach that the majority of students were more comfortable using. Conclusion. The business plan assignment was used as a method to familiarize students with the process of developing new ambulatory care pharmacy services. Based on survey results, the students perceived this to be an innovative assignment that allowed them to feel confident in developing and communicating ambulatory care business plans. As the practice of ambulatory care pharmacy expands, assignments such as this can be included in the pharmacy curriculum to meet the need for teaching effective business strategies to future pharmacists.

Using the Business Model Canvas to Guide Doctor of Pharmacy Students in Building Business Plans

“…2 There are numerous strategies for achieving competencies in business management and entrepreneurship. These competences can be acquired through required didactic courses, [3][4][5][6][7][8] electives, [9][10][11] co-curricular activities, 12 workshops, 13 experiential rotations, 14 or a combination of strategies. Courses can focus on initiatives in ambulatory care, 9 mass merchandise pharmacy, 3 community pharmacy, 6,10,15,16 clinical pharmacy, 5,7 or students can have the freedom to choose from an array of business ideas.…”

“…These competences can be acquired through required didactic courses, [3][4][5][6][7][8] electives, [9][10][11] co-curricular activities, 12 workshops, 13 experiential rotations, 14 or a combination of strategies. Courses can focus on initiatives in ambulatory care, 9 mass merchandise pharmacy, 3 community pharmacy, 6,10,15,16 clinical pharmacy, 5,7 or students can have the freedom to choose from an array of business ideas. 4,15 Competency is commonly demonstrated with the presentation of an innovative service, product, or program via a written business plan, an oral pitch of a business plan, or both.…”

Student pharmacists’ role in enhancing ambulatory care pharmacy practice

“…For student pharmacists to obtain more from their experiential opportunities, education embedded into the pharmacy curriculum regarding the business model of ambulatory care is important. 26 Students should be able to complete a market analysis, perform a needs assessment, accurately describe the service to be provided, and define how the service will be operated and sustained. 27 Colleges and schools of pharmacy should promote classes from both the clinical and the business standpoints so that students stay abreast of the changing health care landscape and are prepared to perform the next generation of pharmacist roles.…”